Focuses on one central aspect of epistemological mathematical knowledge, namely the problematique of how mathematical signs and symbols gain meaning in the interactive social processes of teaching and learning. Describes a teaching episode and analyzes it from an epistemological perspective. Identifies three components of epistemological knowledge…

Presents the story of a community that, with the support of the researcher, endeavored to peel back the layers of debris that had muffled their voices. This constructed debris--social, physical, cultural, and historical--served to reproduce the power of the other through processes of false consciousness. (Author/CCM)

Describes the development and implementation of the Super Science Connections course materials and elementary-teacher workshops at the Institute for Chemical Education (ICE) at the University of Wisconsin-Madison. (WRM)

Investigated the hypothesis that it is possible to access the pattern of knowledge about teaching and learning that experienced teachers utilize while they teach. This hypothesis was examined through qualitative and quantitative analyses of verbal protocols obtained from teachers who simultaneously watched videotaped segments of themselves…

Discusses the dichotomy right/wrong in students' images of mathematics as they start to work at becoming teachers. Shares stories as teacher educators with a filter of dichotomies that seem to be avoidable. Identifies ways to overcome those dichotomies. (Contains 18 references.) (ASK)

Uses articles on children's thinking to find out and improve student teachers' thinking about algebra and proof. (ASK)

Teacher interviews, journals, and stories are used to question the theory-practice relationship by adopting a theory of practice informed by a politics of location, influenced by voice and story. This method counters the reduction of teaching to "things that work." (SK)

Explains how a New York State task force established values, knowledge, and practices related to students, teaching/learning, professional relationship, and societal concerns for teachers in inclusive schools. (SK)

Opines that what teachers need to know about grammar is how to teach it without resorting either literally or figuratively to the "cane and the birch rod." Finds that teachers need to look again at the "what" and the "why": what grammar is and why it is taught. Also considers answers given by others. (PA)

Discusses how important it is for teachers to think deeply about what it is to know mathematics and their own understanding of fundamental mathematical ideas. (ASK)

Describes the designing and testing of a model of in-service physics teacher training based on the idea that it is important to help teachers reconsider their disciplinary knowledge and work with other teachers on the same subject to make it suitable for teaching. (Contains 16 references.) (Author/ASK)

Teachers were asked to examine a list of water topics, assign a level of priority for their students to know about each topic, then report on their own knowledge level and the amount of teaching they do on the topics. Indicates that topics such as basic water properties and wetlands that had high priorities among teachers were not accompanied by…

Ratings of 183 science and math preservice teachers in Hong Kong revealed significant gaps between what they know and what they need to know, especially in terms of concept and pedagogical knowledge and knowledge of teaching theories. They displayed high expectations of expert teachers. (SK)

Five educators at a symposium suggested that giving academics training and support in their teaching roles might prioritize skills at the expense of disciplinary knowledge and threaten academic freedom. This article presents the contrary view that teaching can be improved by such courses and suggests that this point of view should be substantiated…

Attempts to further the understanding of how preservice teachers construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science in a school-based setting and the extent of knowledge construction. Analysis and synthesis of data reveal an extensive acquisition of teacher knowledge and pedagogical content…